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Chapter III
PRESENTATION, ANALYSIS AND INTERPRETATION OF RESULTS

Profile of the Non-Mapeh Teachers’ Participants

Table 2
Profile of Non-Mapeh Teachers’ Participants
FREQUENCY PERCENT
GENDER
Male 20 39.2
Female 31 60.8
Total 51 100.0
Age
21-30 yrs. Old. 27 52.9
31-40 17 33.3
41-50 6 11.8
51 and above 1 2.0
Total 51 100.0
Highest Educational
Attainment
Bachelor’s Degree 22 43.1
Academic Requirement
15
for MA 29.4
MA Graduate 12 23.5
Academic Requirement
2
for Doctorate 3.9
Doctoral graduate 0 0.0
Total 51 100.0
Field of
Specialization
English 4 7.8
Filipino 3 5.9
Science 11 21.6
Math 9 17.6
Social Studies 7 13.7
TLE 16 31.4
Values Education 1 2.0
Total 51 100.0
Length of Service
4 years and below 28 54.9
5-9 15 29.4
10-14 6 11.8
15-19 1 2.0
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20-24 0 0.0
25 years and above 1 2.0
Total 51 100.0

Gender

The gender of the Non-Mapeh teachers’ participants teaching

Mapeh subjects in Division of Tarlac Province. As perceived, most

of the Non-Mapeh teachers participants teaching Mapeh subjects in

Division of Tarlac Province are female, of which 31 or 60.8

percent while 20 or 39.2 percent are male.

Over-all, the result showed that there is a greater number

of female Non-Mapeh teachers’ participants teaching Mapeh

subjects in the Division of Tarlac Province.

Age
The data revealed that as regards to age of the Non-Mapeh

teachers’ participants had undertaken, 27 of them (52.9 %) are

ages from 21 to 30 years old. On the other hand, there are 17

(33.3%) are ages from 31 to 40 years old. Furthermore, there are

6 (11.8%) are ages from 41 to 50 years old and apparently there

are 1 (2.0%) are ages from 51 and above.

As seen majority of Non-Mapeh teachers’ participants are in

the stage of late adolescences or young adulthood. This is a time

of life when very little is normative. It is a period of frequent

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change and exploration that covers many aspects of their life:

home, family, work, school, resources, and role.

Highest Educational Attainment

The highest educational attainment of the Non-Mapeh

teachers’ participants. As seen, Non-Mapeh teachers’

participants. Who have earned their Bachelor’s Degree, of which

22 or 43.1 % are BSED graduates. These Non-Mapeh teachers’

participants have not started taking up their graduate studies

yet. Some of these teachers have just earned their college degree

and have just passed the licensure examination for teachers which

are the minimum request to teach in Department of Education. They

plan to start their master’s degree this coming school year.

Others could not go to school yet since they have young children

and they claimed they would not be able to focus on their

studies. They have plans of enrolling in their graduate degree.

Collectively, a total of 15 or 29.4 % are currently taking

their master’s degree. Non-Mapeh teachers’ participants are ready

for the professional growth and promotion for their chosen

career. On the other hand, a total of 12 or 23.5 % have already

earned their master’s degree. Most of the teachers earned their

master’s degree under Eduardo Cojuangco Foundation Program. They

were so glad and privilege to include this rare opportunity.

According to them, without the scholarship they would not

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finished their graduate studies. Additionally, there were 2 or

3.9 % who are currently taking theirs doctorate degree.

Over-all, the results showed that there are greater number

of non-mapeh teachers were have made a way to earns their

master’s degree or are currently completing them in order to

improve their teaching competencies.

Field of Specialization

The field of specialization of the Non-Mapeh teachers’

participants based on their Bachelor’s degree. As seen, majority

16 or 31.4% of the Non-Mapeh teachers’ participants majored in

Technology and Livelihood Education (TLE).

There were 11 or 21.6% who majored in Science. Additionally,

there were 9 or 17.6% majored in Mathematics, there are 7 or

13.7% who majored Social Studies. Furthermore, there were 4 or

7.8 % majored in English followed by 3 or 5.9 % majored in

Filipino and the remaining 1 or 2.0% majored in Values Education.

Length of Service

The length of service of the Non-Mapeh teachers’

participants. The highest number of Non-Mapeh teachers’

participants 28 (54.9 %) have already rendered one to four (1-4)

years of teaching in the Division of Tarlac Province. This was

followed by those who already taught from five to nine (5-9)

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years, 15 Non-Mapeh teachers’ participants or 29.4% rendered in

service; then those 6 or 11.8% Non-Mapeh teachers’ participants

with ten to fourteen (10-14) years in teaching followed by those

fifteen to nineteen (15-19) years of teaching and 25 years above

with the same frequency of 1 and percent of 2.0 and last those

are those 0 or 0.0 % Non-Mapeh teachers’ participants who

rendered twenty to twenty-four (20-24) years.

Over-all, most of the Non-Mapeh teachers’ participants in

the Division of Tarlac Province have already earned more than one

year of teaching service which implies that they have earned

actual experience in handling students but some of them the new K

–to 12 curriculum brought discomfort as there are changes

introduced which they still have learn. The training of Non-Mapeh

teachers’ participants in the past may not be relevant in advent

of K to 12 curriculum. Furthermore, results showed that most of

Non-Mapeh teachers’ participants are new in service of teaching

physical education subject. This further implies that all of them

need to undergo seminars, workshop, and trainings to acquire the

teaching competencies and to be effective in the new curriculum.

Competencies of Non-Mapeh teachers’ participants

Table 3
Competencies of Non-Mapeh teachers’ participants
WM VERBAL
DESCRIPTION
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CONTENT KNOWLEDGE
1. Demonstrate cultural competency Intermediate
within the analysis of foundations,
theories, and principles of MAPEH 2.47
education.
2. Identify historical events and Advanced
analyze trends that have influenced 2.53
the MAPEH profession.
3. Demonstrate understanding of the Advanced
roles of Music, Arts, Physical
Education and Health hold within 2.73
society and the economy.
4. Can sing and conduct basic songs, Intermediate
can draw and conduct basic
paintings, conduct sports and health 2.43
activities.
5. Can perform basic skills in MAPEH Advanced
such as singing, dancing, playing
any sports activities, playing
instruments and apply basic first 2.59
aid
6. The teacher can plan and organize Advanced
developmentally-appropriate Music,
Arts, Physical Education, and Health 2.65
activities
7. Use concept map in explaining MAPEH Advanced
subjects and development of
learners-based on their growth and 2.65
maturation characteristics.
8. Can suggest music genre combinations Intermediate
for a particular song, a color
combination for a particular art, a
physical fitness for PE and BMI for 2.43
health.
9. Can identify and apply sequentially Advanced
progressive activities that promote
the acquisition of skills in the
psychomotor, cognitive, and 2.69
affective domains.
10. The teacher masters the basic Intermediate
rudiments of Music, the basic forms
of Arts, the importance of sports 2.33
and the essence of health education.
Average wm 2.55 Advanced
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PEDAGOGY EMPLOYED
1. Apply equity, fairness, and diversity 3.14 Advanced
to the learning environment.
2. Apply instructional strategies to Advanced
facilitate cross-curricular and 2.92
cultural connections.
3. Can identify and analyze various Advanced
factors to consider in curriculum
planning, such as student ability,
time (e.g., class duration, time of
day, frequency), environment,
equipment, facilities, space, and 2.94
community resources.
4. Analyze developmentally appropriate Advanced
instructional strategies, techniques,
and teaching methods that promote 2.86
student learning.
5. Can identify and apply principles of Advanced
long- and short-term planning (e.g.,
scope and sequence, annual plan, unit
plan, lesson plan, emergency plans)
to maximize learner participation and 2.76
success.
6. Can relate different cultures in Advanced
teaching Music, Arts, Physical 2.69
Education and Health.
7. Can identify organizational Advanced
strategies that create and sustain an
effective learning environment (e.g.,
rituals and routines, maximum 2.75
participation, rules and standards).
8. Give feedback as a strategy to 3.06 Advanced
facilitate student learning.
9. Apply learning theories and knowledge Advanced
of human development to construct a
positive learning environment that
supports psychomotor, cognitive, and 2.92
affective development.
10. Demonstrate pedagogical skills in Advanced
dealing and teaching with all types
of students, and people with 2.84
disabilities.
Average wm 2.89 Advanced
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PROFESSIONAL ACCOUNTABILITY AND

LIABILITY
1. Participate in different MAPEH Advanced
activities that enhance professional
collaboration and lead to personal 2.94
growth and career development.
2. Identify professional organizations, Advanced
professional literature, research,
and other resources (e.g., code of
ethics) that enhance a physical 2.86
educator's continuous improvement.
3. Practice professional and ethical Advanced
standards for teachers as well as
principles and guideline governing 2.94
MAPEH production, and publication.
4. Demonstrate understanding and Advanced
appreciation of ethical principles
and guidelines governing MAPEH
production and research (e.g.
copyrights laws, indigenous cultural 2.78
ownership).
5. Observe ethical consideration in Advanced
different MAPEH practices such as
ballad, rock, medley for music,
paintings for arts, sports activities
in physical education and health 2.78
lifestyle for health education.
6. Maintain professional integrity by Advanced
adhering to ethical behaviors and
discerning boundaries of competence 2.96
in teaching MAPEH subject.
7. Keep abreast with current Advanced
developments in MAPEH Education
through attendance trainings and 2.86
webinars.
8. Identify legal liabilities applicable Advanced
to Music, Arts, Physical Education 2.75
and Health.
9. Discern accountability in teaching Advanced
MAPEH subjects. Always address the
author/songwriter/director/content 2.82
creator/Vlogger and etc.
10. Pursue lifelong learning for personal Advanced
and professional development about
Music, Arts, Physical Education, and 2.80
Health.
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Average wm 2.85 Advanced

RESEARCH AND EXTENSIONS
1. The teacher conducts research to Intermediate
generate data on students’ strength
and weaknesses in Music, Arts,
Physical Education, and Health 2.20
Education.
2. Apply appropriate theories and Intermediate
methods in research related in
music, arts, physical education, and 2.25
health.
3. Utilize research output for the Intermediate
culminating course project (e.g.
artistic production, learning
modules, instructional materials
which will benefits local cultures 2.25
and communities).
4. Apply evidence-based practices Intermediate
derived from the music, arts,
physical education, and health in 2.31
teaching and learning process.
5. The teachers formulate locally- Intermediate
based-standards in creating Music
and artworks as a result of 2.29
research.
6. Conduct action and applied research Intermediate
in MAPEH subject which will 2.16
benefit the learners.
7. Synthesize evidence from a variety of Intermediate
sources to shed light to current
issues in the field of Music, Arts, 2.20
Physical Education, and Health.
8. Develop evidence-based arguments Intermediate
about Music, Arts, Physical 2.22
Education, and Health.
9. Justify a program proposal topic Intermediate
about Music, Arts, Physical
Education, and Health to diverse 2.12
audiences.
10. Conduct research and prepare Intermediate
technical reports on MAPEH studies 2.12
and related fields
Average wm 2.21 Intermediate
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Content Knowledge

It shows the competencies of Non-Mapeh teachers’

participants of Division of Tarlac Province as to Content

Knowledge.

The ratings given by the 51 respondents that assessed the

Non-Mapeh major teachers’ participants. It can be noticed that

the ratings given by the Non-Mapeh major teachers’ participants

are advanced and intermediate in verbal description. As regard to

indicator the demonstrate understanding of the roles of Music,

Arts, Physical Education and Health hold within society and the

economy with a mean of 2.73 or advanced in verbal description.

This shows that the non-mapeh major teachers’ participants can

demonstrate understanding of the roles of Music, Arts, Physical

Education and Health hold within society. The Non-Mapeh teachers’

participants revealed that they rate advanced in verbal

description as to indicator can identify and apply sequentially

progressive activities that promote the acquisition of skills in

the psychomotor, cognitive, and affective domains with a mean of

2.69 this means that the non-mapeh teachers’ participants can

identify and apply sequentially progressive activities. As to

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indicator the teacher can plan and organize developmentally-

appropriate Music, Arts, Physical Education, and Health

activities and use concept map in explaining MAPEH subjects and

development of learners-based on their growth and maturation

characteristics the non-mapeh teachers’ participants rate

themselves as advanced with the same mean of 2.65. This implies

that the non-mapeh teachers’ participants can plan and organize

developmentally-appropriate Music, Arts, Physical Education, and

Health activities in teaching mapeh subjects. Furthermore, the

non-mapeh teachers’ participants can use concept map in

explaining MAPEH subjects and development of learners-based on

their growth and maturation characteristics. Another, as to

indicator can perform basic skills in MAPEH such as singing,

dancing, playing any sports activities, playing instruments and

apply basic first aid the non-mapeh teachers’ participants rate

themselves advanced in verbal description with a mean of 2.59. It

only shows that the non-mapeh teachers’ participants can perform

basic skills in MAPEH such as singing, dancing, playing any

sports activities, playing instruments and apply wherein it is a

must to the mapeh teachers to actually perform and execute the

different activities. However, As to indicator, can sing and

conduct basic songs, can draw and conduct basic paintings,

conduct sports and health activities with a mean of 2.43. The

difference between the two is that Non-mapeh major teachers can

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perform the basic skills of the different area of MAPEH subject

with proper knowledge by acquiring in different trainings and

seminars they can conduct singing, dancing, playing any sports

activities, playing instruments that they acquired the basic

skills in applying those skills. Hence, while the other one can

conduct singing, dancing, playing instruments, and even without

proper basic skills, they acquired it through their personal

experiences. Additionally, as to indicator identify historical

events and analyze trends that have influenced the MAPEH

profession the non-mapeh teachers’ participants’ rate themselves

as advanced in verbal description with a mean of 2.53. This shows

that the non-mapeh teachers’ participants can easily identify the

historical events and analyze trends that have influenced the

MAPEH profession. However, as to indicator demonstrate cultural

competency within the analysis of foundations, theories, and

principles of MAPEH education the non-mapeh teachers’

participants rate themselves as intermediate with a mean of 2.47.

As to indicator, can suggest music genre combinations for a

particular song, a color combination for a particular art, a

physical fitness for PE and BMI for health the non-mapeh

teachers’ participants rate themselves intermediate with the mean

of 2.43. Lastly, as to indicator The teacher masters the basic

rudiments of Music, the basic forms of Arts, the importance of

sports and the essence of health education the non-mapeh

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teachers’ participants rate themselves as intermediate in verbal

description with a mean of 2.33. These are the identified

weakness. Weakness to be enhanced and change for professional

growth. However, Trainings professional development and

professional developments need to continuously be assured.

Data revealed that as regards perceived in content knowledge

of the non-mapeh teachers’ participants, most of them rated

themselves under advanced and intermediate in verbal description.

There is also a need to look in to the indicators which they

think are strongest and weakest. They rated four (4) indicators

as “intermediate”.

As to the rating for the Grand mean of Content Knowledge,

the data revealed that non-mapeh teachers’ participants has 2.55

mean or advanced in verbal description, this goes to show that

the non-mapeh teachers’ participants are advanced in discussion

on the Content Knowledge, the foundation of Music, Arts,

Physical Education and Health and the essentials of dance,

painting, fitness and health and analyze scientifically the body

parts and how it functions in various physical movement and

activities.

Few of the Principal/head teacher said:

“ I am glad and happy that my Non-MAPEH major teacher teaching MAPEH

subject can actually conduct basic songs, basic paintings, conduct sports and
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health activities despite of lack of instruments still they can deliver the

lesson well”

“I’m so happy that my Non-MAPEH major teacher teaching MAPEH subject

enjoy teaching the subject MAPEH”

“As a head teacher of MAPEH I can confidently say that my Non-MAPEH

major teacher teaching MAPEH subject are competent, I see them whenever I had

my class observation.”

The overall findings revealed that from 51 non-mapeh

teachers’ participants teaching MAPEH subjects in the Division

of Tarlac province are advanced in content knowledge, this means

that they can masters the basic rudiments of Music, the basic

forms of Arts, the importance of sports and the essence of health

education, they can sing and conduct basic songs, can draw and

conduct basic paintings, conduct sports and health activities,

they can conduct scientific research in Music, Arts, Physical

Education and Health, they can apply the concept, principles, and

practices of music, arts, physical education, and health

subjects, can analyze mechanism of non-contact injury and the

role of fundamental movement skills in mitigating, and they can

use concept map in explaining MAPEH subjects and development of

learners-based on their growth and maturation characteristics.

It can be inferred from the results that teachers are

reasonably advanced in content knowledge. They can show

competence in content knowledge. One of them cited:

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“ I am not MAPEH major but I can sing and conduct basic songs, can draw

and conduct basic paintings, conduct sports and health activities”

Findings shows that Non-MAPEH major teachers were good in

teaching MAPEH subjects. According to Aydin, Sevgi, (2018, it was

stated that teachers need to have content knowledge and

curriculum knowledge. It involves “representations and

illustrations used to make the topic understandable to the

learners during instruction”. Some of the models are named as

transformative models and they accept Content Knowledge as a new

type of knowledge acquired by means of content and pedagogical

knowledge, some models are integrative and they accept Content

Knowledge as knowledge formed as the amalgamation of content and

pedagogical knowledge.

The concept “ content knowledge” (CK) as a possible answer

to the so-called “missing paradigm” in research and practice on

teaching. Teaching was either approached by only focusing on

content or by exclusively focusing on pedagogy. Shulman believed

that neither approach grasped every aspect of teachers’ knowledge

base. Hence, he defined CK as “that special amalgam of content

and pedagogy that is uniquely the province of teachers, their own

special form of professional understanding”. The two main

components that Shulman distinguished in CK were, on the one

hand, the most useful forms of representing the topics in one’s

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subject area and, on the other hand, an understanding of what

makes the learning of these topics easy or difficult for

students. Besides CK, he considered other categories in teachers’

knowledge base, that is, content knowledge (CK), general

pedagogical knowledge (PK), curriculum knowledge, knowledge of

learners and their characteristics, knowledge of educational

contexts, and knowledge of educational ends, purposes, and

values. (Shulman, 2016)

Pedagogy Employed

It shows the competency of Non-Mapeh teachers’ participants

of Division of Tarlac Province as to Pedagogy Employed.

It can be collected in the table that majority of the 51

respondents agreed that the Non-Mapeh teachers’ participants fall

under ADVANCED in verbal description for the indicator in this

Pedagogy Employed. As to indicator apply equity, fairness, and

diversity to the learning environment the non-mapeh teachers’

participants rate themselves advanced in verbal description with

a mean of 3.14 and this indicator got the highest mean which

means that the non-mapeh teachers’ participants know how to apply

the equity, fairness, and diversity to the learning environment.

Hence, as to indicator Can relate different cultures in teaching

Music, Arts, Physical Education and Health the non-mapeh

teachers’ participants rate themselves advanced in verbal

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description with a mean of 2.69 and this indicator got the lowest

mean however the non-mapeh teachers’ participants still advanced

in relating different cultures in teaching Music, Arts, Physical

Education and Health. These are the strengths that need to

sustained and develop. The ratings gathered for these indicators

have shown a slight difference of the mean score ranging from

3.14 to 2.69 mean.

In summary, the grand mean of 2.89 or advanced in verbal

description the overall findings shows that the Non-Mapeh

teachers’ participants teaching mapeh subjects in Division of

Tarlac Province under the Pedagogy Employed can give feedback as

a strategy to facilitate student learning, can identify and

analyze various factors to consider in curriculum planning, such

as student ability, time (e.g., class duration, time of day,

frequency), environment, equipment, facilities, space, and

community resources, can apply instructional strategies to

facilitate cross-curricular and cultural connections, can analyze

developmentally appropriate instructional strategies, techniques,

and teaching methods that promote student learning, can

demonstrate pedagogical skills in dealing and teaching with all

types of students, and people with disabilities, can identify and

apply principles of long- and short-term planning (e.g., scope

and sequence, annual plan, unit plan, lesson plan, emergency

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plans) to maximize learner participation and success, and can

identify organizational strategies that create and sustain an

effective learning environment (e.g., rituals and routines,

maximum participation, rules and standards).

Two of the Head Teacher said:

“As I can see they can apply instructional strategies in facilitating

curricular and cultural connections in teaching MAPEH subject”

“As I observed they can apply learning theories and knowledge of human

development to construct a positive learning environment that supports

psychomotor, cognitive, and affective”

The Non-MAPEH major teachers are advanced in competent in

teaching MAPEH subject. It can be noticed from the results that

teachers are reasonably advanced in pedagogy employed. They can

manifest competence in pedagogy employed. However, they admitted

that they are not fully equipped in some areas of mapeh subject.

Few mentioned:

“I cannot relate different cultures in teaching

Music, Arts, Physical Education and Health but I try my

best to cope with the current situation and find better

solutions”

“Yes, I try my best to apply learning theories and

knowledge of human development to construct a positive

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learning environment that supports psychomotor, cognitive, and

affective development.”

According to Durrani, Naureen (2021). Learning is dependent

on the pedagogical employed by teachers use in the classroom. A

variety of pedagogical approaches are common in schools, but some

strategies are more effective and appropriate than others. The

effectiveness of pedagogy often depends on the particular subject

matter to be taught, on understanding the diverse needs of

different learners, and on adapting to the on-the-ground

conditions in the classroom and the surrounding context. In

general, the best teachers believe in the capacity of their

students to learn, and carefully utilize a range of pedagogical

approaches to ensure this learning occurs.

Teacher-centred pedagogy employed positions the teacher at

the centre of the learning process and typically relies on

methods such as whole-class lecture, rote memorization, and

chorus answers (i.e., call-and-response). This approach is often

criticized, especially when students complete only lower-order

tasks and are afraid of the teacher. However, whole-class

teaching can be effective when teachers frequently ask students

to explain and elaborate key ideas, rather than merely lecture.

Brown, Rhona (2019). Pedagogical employed effectiveness

often depends on ensuring that the approach is appropriate for

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specific school and national contexts. For example, certain

learner-centred techniques that are effective in classrooms with

fewer students may be difficult to accomplish in crowded or

under-resourced classrooms. Yet, some strategies have been shown

to be more effective than others in a broadly-applicable way.

These include the following: 1) strong grasp of pedagogical

approaches specific to the subject matter and age of the learners

(also called pedagogical content knowledge); 2) appropriate use

of whole-class, small group, and pair work; 3) meaningful

incorporation of teaching and learning materials in addition to

the textbook; 4) frequent opportunities for students to answer

and expand upon responses to questions; 5) helpful use of local

terms and languages; 6) varied lesson activities; and 7) a

positive attitude towards students and belief in their capacity

to learn.

Professional Accountability and Responsibility

The competency of Non-Mapeh teachers’ participants of

Division of Tarlac Province as to Professional Accountability and

Responsibility.

The data on the Professional Accountability and

Responsibility of the non-mapeh teachers’ participants mostly

revealed that they are in the advanced verbal description. These

are the identified strengths which have to be sustained and

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enhanced for professional growth. The Professional Accountability

and Responsibility rate themselves for the 10 indicators under

competencies of non-mapeh teachers’ participants. Ratings given

by 51 respondents, non-mapeh teachers’ participants are advanced

in verbal description to maintain professional integrity by

adhering to ethical behaviors and discerning boundaries of

competence in teaching MAPEH subject with a mean of 2.96, this

means that the non-mapeh teachers’ participants are aware in

maintaining professional integrity by adhering to ethical

behaviors and discerning boundaries of competence in teaching

MAPEH subject. As to indicator participate in different MAPEH

activities that enhance professional collaboration and lead to

personal growth and career development and practice professional

and ethical standards for teachers as well as principles and

guideline governing MAPEH production, and publication the non-

mapeh teachers’ participants rate themselves as advanced in

verbal description with the same mean of 2.94. This implies that

the non-mapeh teachers’ participants participate in different

MAPEH activities that enhance professional collaboration and lead

to personal growth and career development and more so to practice

professional and ethical standards for teachers. Also, as to

indicator identify professional organizations, professional

literature, research, and other resources (e.g., code of ethics)

that enhance a physical educator's continuous improvement and

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keep abreast with current developments in MAPEH Education through

attendance trainings and webinars the non-mapeh teachers’

participants rate themselves with the same mean of 2.86 or

advanced in verbal description. This indicates that the non-mapeh

teachers’ participants they are aware in identifying the code of

ethics for professional organizations, professional literature,

research, and other resources they need also to keep abreast with

current developments in MAPEH Education. Furthermore, as to

indicator discern accountability in teaching MAPEH subjects.

Always address the author/songwriter/director/content

creator/Vlogger and etc. the non-mapeh teachers’ participants

rate themselves advanced in verbal description with a mean of

2.82 that denotes those non-mapeh teachers are accountable and

responsible in teaching mapeh subjects and properly cited and

address those resources coming from different sources like

internet, books, and etc. As to indicator pursue lifelong

learning for personal and professional development about Music,

Arts, Physical Education, and Health the non-mapeh teachers’

participants rate themselves advance din verbal description with

a mean of 2.80. This denotes that non-mapeh teachers’

participants are willing to pursue lifelong learning by taking

master’s degree and doctorate degree for professional

development. As to indicator demonstrate understanding and

appreciation of ethical principles and guidelines governing MAPEH

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production and research (e.g. copyrights laws, indigenous

cultural ownership) and observe ethical consideration in

different MAPEH practices such as ballad, rock, medley for music,

paintings for arts, sports activities in physical education and

health lifestyle for health education the non-mapeh teachers rate

themselves advance in verbal description with the same mean of

2.78. It implies that the non-mapeh teachers’ participants grasp,

understood, and appreciate ethical principles and guidelines of

governing mapeh research and production plus by observing ethical

consideration in different MAPEH practices was addressed

properly. Finally, as to indicator identify legal liabilities

applicable to Music, Arts, Physical Education and Health the non-

mapeh teachers’ participants rate themselves as advanced in

verbal description with a mean of 2.75 which means this is the

lowest accumulated mean among the indicator. But, this indicator

considered as advanced the non-mapeh teachers’ participants

should identified their strengths which have to be sustained and

enhanced for professional growth.

The rating for the Grand mean of Professional Accountability

and Responsibility revealed that non-mapeh teachers’ participants

have 2.85 mean or advanced in verbal description, this means that

the non-mapeh teachers’ participants are professionally

accountable and responsible in teaching mapeh subjects. These are

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also considered as the identified strength which have to be

sustained.

Some of the Head Teacher and Master Teacher said:

“Yes, seeing them participating in different MAPEH

activities that enhance professional collaboration that leads

to their personal growth and career development”

“As I noticed they maintain professional integrity by

adhering to ethical behaviors and discerning boundaries of

competence in teaching MAPEH subject”

“During my Class Observation they always discern

accountability in teaching MAPEH subjects. Always address the

author/songwriter/director/content creator/Vlogger and etc.”

The overall findings revealed that the 51 non-mapeh

teachers’ participants teaching mapeh subjects in the Division of

Tarlac Province are accountable and responsible in teaching mapeh

subjects to give quality education to the learners. This means

that they know how to maintain professional integrity by adhering

to ethical behaviors and discerning boundaries of competence in

teaching MAPEH subject, participate in different MAPEH activities

that enhance professional collaboration and lead to personal

growth and career development, and Practice professional and

ethical standards for teachers as well as principles and

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guideline governing MAPEH production, and publication. They

mentioned:

“I always participate in different MAPEH

activities that enhance professional collaboration

and lead to personal growth and career

development.”

“I always maintain my professional

integrity by adhering to ethical behaviors and

discerning boundaries of competence in teaching

MAPEH subject.”

Results show that Non-MAPEH major teachers were advanced and

they are Professional, Accountable and Responsible in handling

MAPEH subjects. According to Berryhill, Joseph (2019).

Accountability is an ethical concept – it concerns proper

behavior, and it deals with the responsibilities of individuals

and organizations for their actions towards other people and

agencies. The concept is used in practical settings, notably in

describing arrangements for governance and management in public

services and private organizations. The term is often used

synonymously with concepts of transparency, liability,

answerability and other ideas associated with the expectations of

account-giving. As a consequence, various actors involved in

discussions on accountability often have different perceptions of

this concept. The literature on accountability reflects these

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many different perspectives. Discussion tends to focus on one or

other element of accountability, and this has influenced the

course of the debate on accountability. The term is extensively

used in discussions of educational reform among educational

policymakers, but apparently remains somewhat unclear and

incoherent.

The teacher acts as pivot of any educational system for the

transmission of intellectual and technical skills from one

generation to next. The teacher is the key man on whom the future

of children and mankind depends. He plays an important role in

shaping and molding the personality of the individual. A

successful teacher is one who is able to foster creative

thinking, develop skills and instills a desire for lifelong

learning among students. In any society a teacher has a very

important and respectable place because teaching is a noble

profession. Teaching as a profession is different from other

professions because of its multitude of dimensions. Teachers are

the largest professional group engaged in human development

activities.

A teacher must be accountable towards the community to which

he belongs. He should co-ordinate different activities of the

community and should motivate the deprived and weaker sections of

the community to get education. A teacher should work as a bridge

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between the school and community. So the various behavioral

problems and day-to-day learning problems can be solved easily.

Hence the teachers should be more concern about the community

which is above the classroom teaching (Kaninka, 2016).

Research and Extension

The competency of Non-Mapeh teachers’ participants of

Division of Tarlac Province as to Research and Extension.

The research and extension comprised of 10 indicators as the

non-mapeh teachers’’ participants rate themselves. As to

indicator Apply evidence-based practices derived from the music,

arts, physical education, and health in teaching and learning

process got the highest mean of 2.31 with an intermediate verbal

description and as to indicator justify a program proposal topic

about Music, Arts, Physical Education, and Health to diverse

audiences and conduct research and prepare technical reports on

MAPEH studies and related fields got the lowest mean of 2.12.

These are the identified weakness which have to be solve and

address for professional growth.

The data on the professed research and extension of the non-

mapeh teachers’ participants mostly reflects that they are in the

intermediate verbal description. Likewise, all of the indicators

have to be carefully considered. The non-mapeh teachers’

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participants rate themselves for the 10 indicators under research

and extension. Ratings given by 51 respondents, non-mapeh

teachers’ participants are intermediate in verbal description to

indicator the teachers formulate locally-based-standards in

creating Music and artworks as a result of research with a mean

of 2.29 or intermediate in verbal description. This implies that

the non-mapeh teachers’ participants can’t formulate locally

based standard research because of the hectic schedule and heavy

workloads in school. As to indicator apply appropriate theories

and methods in research related in music, arts, physical

education, and health and utilize research output for the

culminating course project (e.g. artistic production, learning

modules, instructional materials which will benefits local

cultures and communities) the non-mapeh teachers’ participants

rate themselves as an intermediate in verbal description with the

same mean of 2.25 which mean that the non-mapeh teachers find

difficulties in applying appropriate theories and methods in

research related and utilize research an output for the

culminating course project. More so, as to indicator develop

evidence-based arguments about Music, Arts, Physical Education,

and Health the non-mapeh teachers’ participants rate themselves

as an intermediate in verbal description with a mean of 2..22.

This denotes that the non-mapeh teachers found difficulties in

developing evidence-based arguments in MAPEH subjects. Lastly, as

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to indicator the teacher conducts research to generate data on

students’ strength and weaknesses in Music, Arts, Physical

Education, and Health Education and synthesize evidence from a

variety of sources to shed light to current issues in the field

of Music, Arts, Physical Education, and Health. The non-mapeh

teachers’ participants rate themselves with the same mean of 2.20

or intermediate in verbal description. It implies that the non-

mapeh teachers cannot conduct research on the topic about data on

students’ strength and weakness in MAPEH subjects plus they found

difficulties in synthesizing different evidences from the variety

of sources.

The rating for the Grand mean of Research and Extension

revealed that non-mapeh teachers’ participants have 2.21 mean or

intermediate in verbal description, this means that the non-mapeh

teachers’ participants are poor in conducting research and

extension toward in teaching MAPEH subjects. These are also

considered as the identified weakness which have to be solve and

improve for professional growth.

Three of the Principal/Head Teacher mentioned:

“Non-MAPEH major teaching MAPEH subject are

seldom in making action and applied research”

“Because of the pandemic not only the MAPEH

major even non-MAPEH major conduct extension

program to our community”

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“They find difficulties in conducting

research in this present times”

The overall findings revealed that the 51 non-mapeh

teachers’ participants teaching MAPEH subjects in the Division of

Tarlac Province are intermediate, weak or poor in conducting

different kind of research and extension. This means that they

were poor in applying evidence-based practices derived from the

music, arts, physical education, and health in teaching and

learning process, poor in justifying a program proposal topic

about Music, Arts, Physical Education, and Health to diverse

audiences, and intermediate or weak in conducting research and

prepare technical reports on MAPEH studies and related fields.

However few of them are done in conducting some researches. In an

interview to them, few of them said:

“I occasionally conduct action and applied research in

MAPEH subject which will benefit my learners”

“I seldom conduct research and prepare technical

reports on MAPEH studies and related fields”

According to Han, Jiying (2016). Conducting Research on

especially on teacher competencies has developed and expanded

since the late 2000s, and the past decade has witnessed a marked

increase in literature in the area of teacher motivation research

across various social cultural contexts. A significant step

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forward was the release of the special issue on motivation for

teaching by Learning and Instruction in 2018 with the focus on

relating the current motivational theories to the domain of

teaching). As a big contribution to the application of

motivational theories in the new research domain of teachers in

their competencies, career choice, education studies and

professional commitment, the special issue was an important

impetus to setting the agenda for future teacher competencies

research.

Teachers have been, and continue to be, expert researchers.

Research (as a process of knowledge building) inspires personal

growth and development in individuals and groups. Teachers bring

their expertise to their classroom and by actively sharing the

knowledge they have gained through research, they build a

professional community and shape the minds within that community.

Research has often been thought of as an activity carried

out by experts—people who are able to control a study, provide

results and then make a claim of originality over the findings.

However, good teachers have always been good researchers. In

fact, any teacher who has asked a question deemed essential to

practice and used a systematic method to find an answer has

engaged in a form of research. Attentive teachers observe their

students and, through systematic and embedded study, come to

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understand the culture of their learning environment (Parsons,

Jim, 2019)

Non-MAPEH Teachers’ Values toward teaching MAPEH

Table 3

MAPEH Teachers’ values toward teaching MAPEH

WM VERBAL
DESCRIPTION
INTEREST
1. I encourage my students about the Always
importance of living healthy and
active lifestyle through the promotion 3.75
of physical activity.
2. I prefer to use posters, models, or Always
actual practice and other activities
in my class to develop their skills in 3.57
arts and PE.
3. I adapt teaching methods and Always
materials to meet students varying 3.59
needs and interest.
4. I provide and ask question that 3.63 Always
caters different level of thinking.
5. I select different teaching materials Always
according to their understanding and 3.55
interests.
6. I am flexible and supportive of Always
achieving better academic results of 3.59
the learners in the new normal.
7. I like to build up my student’s Always
interest and urge to do better even 3.65
during the new normal.
8. I love playing sports and creating 3.20 Always
artwork when I have free time.
9. I enjoy teaching which leads me to Always
excel in this profession despite of 3.55
the pandemic.
10. I actively participate and attend Always
the different seminars/training about 3.56
my handled subject.
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Average wm 3.56 Always

CREATIVITY
1. Use variety of resources to assess my 3.35 Always
students in distance learning classes.
2. Create an enjoyable and interesting Always
learning environment for students that
enhance their ability to learn despite 3.47
of pandemic.
3. Provide opportunities for my students Always
to depict ideas or concepts through
physical movement, drawing or making a 3.55
poem.
4. Protect and support student’s Always
intrinsic motivation to complete a 3.55
task.
5. Can make all the differences in a Always
student’s motivation to develop their 3.41
talents despite of pandemic.
6. Make sure that my instructional Always
materials are interesting and
encourage study habits and formation 3.53
of good values in the new normal.
7. Help students to enhance learner’s Always
confidence with the different 3.57
activities in MAPEH.
8. Encourage learners to ask questions 3.69 Always
about our lesson.
9. Reflect my teaching style on the 3.63 Always
attainment of learning goals.
10. Use different online platforms in Often
teaching MAPEH to motivate my students 3.20
to learn despite of pandemic.
Average wm 3.49 Always
FITNESS
1. My lessons are well-planned, Always
incorporate a wide range of
activities, and meet curriculum 3.47
learning outcomes.
2. Attend virtual/online seminars and Often
training to learn new different
methods and strategies in teaching 2.98
MAPEH.
3. Maintain a reasonable level of order 3.37 Always
and an atmosphere conducive to
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distance learning classes.

4. Establish clear guidelines and rules 3.53 Always
for distance learning class.
5. Familiar with the rules and 2.88 Often
regulations of different sports.
6. Help the student to learn/achieve Always
different competencies in this new 3.53
normal situation.
7. Prepare appropriate and easy to Always
understand MAPEH assessment task for 3.39
learners in distance learning classes.
8. Aware on the guidelines for grading, Always
he/she able to give objectively the
scores of the students, which avoid 3.49
problems in their learning.
9. Create situations to challenge my Always
student’s skills and abilities in 3.47
distance learning classes.
10. Always encourage my student to play Always
sports and live healthy in this time 3.57
of pandemic.
Average wm 3.37 Always
COMMITMENT
1. Guide students in a positive 3.78 Always
direction for their personal growth.
2. Create situation that adjusts to Always
mental ability of the learners in the 3.61
new normal.
3. Provide gender and emotional Always
sensitive opportunities for learning in 3.59
these pandemic times.
4. Engage learners in differentiated Always
activities in the new normal to cope 3.61
with the different situation.
5. Supplements the learning needs of Always
learners through challenging task which
considers individual differences in the 3.53
new normal.
6. Establishes positive psychological 3.65 Always
climate in the new normal class.
7. Helps relevant learners to acquire Always
more favorable disposition towards
school in general and learning in 3.59
particular.
8. Help each of my students continue to 3.71 Always
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achieve their goal in these pandemic

times.
9. Cooperate with other school personnel Always
and shareholders regarding the status of 3.59
the learners in this new normal class.
10. Mediates and ensures resolution of Always
any complaint cases inside the 3.63
classroom.
Average wm 3.63 Always
Legend: 1.00-1.74 – Never; 1.75-2.49 – Sometimes; 2.50-3.24 –
Often; 3.25-4.00 – Always

Interest

The Values of Non-Mapeh teachers’ participants of Division

of Tarlac Province as to Interest. The ratings given by the 51

respondents that assessed the non-mapeh teachers’ participants.

It can be observed that the ratings given by the non-mapeh

teachers’ participants are always with regard to 10 indicators

under Interest. As to regards to indicator Encourage my students

about the importance of living healthy and active lifestyle

through the promotion of physical activity with the same mean of

3.75 or always in verbal description. The non-mapeh teachers’

participants shown that they rate always in verbal description as

to indicator Build up my student’s interest and urge to do better

even during the new normal with a mean of 3.65 this means that

the non-mapeh teachers’ participants encourage their students to

do better in this trying times an build the students interest

despite of this pandemic. As to indicator provide and ask

question that caters different level of thinking the non-mapeh

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teachers’’ participants rate themselves always in verbal

description with a mean of 3.63 which implies that the non-mapeh

teachers assessed their students by providing different kind s of

questions to cater their level of intelligence towards a certain

topic. Another, as to indicator adapt teaching methods and

materials to meet students varying needs and interest and

Flexible and supportive of achieving better academic results of

the learners in the new normal the non-mapeh teachers’

participants rate themselves with the same mean of 3.59 or always

in verbal description. This denotes that the non-mapeh teachers’

participants are flexible in adapting different methods and

materials used to meet the needs of students. More so, the non-

mapeh teachers’ participants are very supportive in achieving a

better academic results to their students. In addition, as to

indicator prefer to use posters, models, or actual practice and

other activities in my class to develop their skills in arts and

PE the non-mapeh teachers’ participants rate themselves as always

in verbal description with a mean of 3.57 that shoes non-mapeh

teachers participants used different kinds of materials to

deliver quality education and to teach the subject MAPEH in an

effective and efficient manner. Furthermore, as to indicator

actively participate and attend the different seminars/training

about my handled subject the non-mapeh teachers’ participants

rate themselves as always in verbal description with a mean of

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3.56. This imply that the non-mapeh teachers’’ participant are

actively participate in attending different training s and

seminars for professional growth and for greener pasture. As to

indicators select different teaching materials according to their

understanding and interests and enjoy teaching which leads me to

excel in this profession despite of the pandemic the non-mapeh

teachers’ participants rate themselves with the same mean of 3.55

or always in verbal description. This means that that non-mapeh

teachers’ are carefully choosing and selecting the materials

needed for better understating and for interesting discussion.

Lastly, as to indicator Love playing sports and creating artwork

when I have free time the non-mapeh teachers’ participants rate

themselves as always in verbal description with a mean of 3.20.

This indicator got the lowest mean score but still the non-mapeh

teachers’ participants love to play sports and creating artwork.

Data revealed that as regards seeming Interest of the non-

mapeh teachers’ participants, most of them rated themselves under

always in verbal description. There is also a need to look in to

the indicators which they think are strongest and weakest. They

rated their love playing sports and creating artwork when I have

free time, as always but got the lowest mean score. Playing sport

and creating different artwork is fundamental and important in

teaching mapeh subjects.

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As to the rating for the Grand mean of Interest, the data

revealed that non-mapeh teachers’ participants has 3.75 mean or

always in verbal description, this goes to show that the non-

mapeh teachers’ participants are interested in encouraging their

students about the importance of living healthy and active

lifestyle through the promotion of physical activity and build up

my student’s interest and urge to do better even during the new

normal. These are the identified strengths. Strengths have to be

sustained and enhance for professional growth. Some of the Head

teachers and Master Teachers mentioned:

“Through the help of modern technology, the

MAPEH major and Non-MAPEH major teachers teaching

MAPEH subject are very flexible and supportive of

achieving better academic results of the learners

in the new normal”

“They are active participate and attend the

different seminars/training about my handled

subject”

“And upon the classroom observation to them

they adapt teaching methods and materials to meet

students varying needs and interest”

The overall findings revealed that from 51 non-mapeh

teachers’ participants teaching MAPEH subject in Division of

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Tarlac province are always in interest, this means that they

encourage their students about the importance of living healthy

and active lifestyle through the promotion of physical activity,

provide and ask question that caters different level of thinking,

adapt teaching methods and materials to meet students varying

needs and interest, flexible and supportive of achieving better

academic results of the learners in the new normal, and prefer to

use posters, models, or actual practice and other activities in

my class to develop their skills in arts and PE. Some of the

teachers mentioned:

“I select different teaching materials

according to their understanding and interests”

“I enjoy teaching which leads me to excel

in this profession despite of the pandemic.”

The interest of the teachers will lead to a quality

teachers. According to Burroughs, Nathan (2019). Researchers

agree that teachers are one of the most important school-based

resources in determining students’ future academic success and

lifetime outcomes, yet have simultaneously had difficulties in

defining what teacher interest to make an effective teacher. The

large body of literature on measures of teacher interest,

underscoring the diversity of methods by which the general

construct of “teacher quality” has been explored, including

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experience, professional knowledge, and opportunity to learn.

Each of these values comprises a number of different dimensions

and methods of operationalizing. Despite a voluminous research

on the question of values - interest, evidence for the impact of

teacher characteristics (experience and professional knowledge)

on student outcomes remains quite limited. There is a smaller,

but more robust set of findings for the effect of teacher

support on opportunity to learn.

Creativity

Table above presents the Values of Non-Mapeh teachers’

participants of Division of Tarlac Province as to Creativity.

It can be collected that majority of the 51 respondents

always that the non-mapeh teachers’ participants plunge under

ALWAYS in verbal description for the indicator in this

creativity. However, it was observed that for the indicator use

different online platforms in teaching MAPEH to motivate my

students to learn despite of pandemic has the lowest mean of

3.20. This implies that the non-mapeh teachers’ participants

should use different online platforms in delivering quality and

technical way of teaching to the students. The ratings gathered

for these indicators have shown a slight difference of the mean

score ranging from 3.69-3.20. The indicator Encourage learners to

 GRADUATE SCHOOL

ask questions about our lesson has the highest mean score of

3.69.

In summary, the grand mean of 3.49 the overall findings

shows that the Non-mapeh teachers’ participants teaching MAPEH

subjects in the Division of Tarlac Province to reflect on their

teaching style on the attainment of learning goals, help students

to enhance learner’s confidence with the different activities in

MAPEH, Provide opportunities for my students to depict ideas or

concepts through physical movement, drawing or making a poem,

Protect and support student’s intrinsic motivation to complete a

task, and make sure that my instructional materials are

interesting and encourage study habits and formation of good

values in the new normal. The findings for this creativity that

non-mapeh teachers’ participants should create an enjoyable and

interesting learning environment for students that enhance their

ability to learn despite of pandemic and use variety of resources

to assess my students in distance learning classes. It also means

that the non-mapeh teachers’ participants are very creative in

teaching mapeh subjects. These are the strength that need to be

sustained and develop for professional growth.

One of the Principal said:

“They use variety of resources to assess

my students in distance learning classes and

they Help students to enhance learner’s

 GRADUATE SCHOOL

confidence with the different activities in

MAPEH”

The insights of the non-mapeh teachers’’ participants on

their creativity is to Use different online platforms in teaching

MAPEH to motivate my students to learn despite of pandemic for an

effective and efficient way of teachings.

It can be inferred from the results that Non-MAPEH major

teachers are always for being creative. They can creative in

their own ways. One of them cited:

“I provide opportunities for my students to depict

ideas or concepts through physical movement, drawing or

making a poem.”

“I use variety of resources to assess my students in

distance learning classes.”

Findings show that Non-MAPEH major teachers were very

creative in teaching MAPEH subjects. According to Andrea Karpati

(2017). The successful implementation of creativity in education

is largely dependent on teachers' own beliefs about creativity,

which have been investigated extensively in the past 25 years.

With the growing emphasis of creativity in education, teachers

today might not hold the same beliefs highlighted by earlier

research. Teachers hold several beliefs that enable and numerous

that hinder creativity development in schools.

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Creativity, as a 21st-century skill, has gained more

interest these past years and has become one of the key

competencies to be implemented in classrooms. However, some

studies highlight teachers’ difficulties to integrate it in a

classroom context. For instance, introducing creativity in

overloaded school curricula may be a hindrance to developing it.

Teachers have to implement other 21st-century competencies (the

4Cs) at the same time as well.

Creativity and innovations play an important role in

European educational policy. It has been recognized that schools

and initial education play a key role in fostering and developing

people’s creative and innovative capacities for further learning

and their working lives. General education teachers have

outstanding opportunities to develop and facilitate the creative

abilities of every child. The Definition and exploration of

teachers’ creativity has become an important area of scientific

inquiry in behavioral sciences. The concepts of creative teaching

and teaching for creativity are frequently used in current

educational discourse. According to Cremin (2019), creative

teaching “involves teachers in making learning more interesting

and effective and using imaginative approaches in the classroom”.

Creative teaching is about the teacher’s personality, personal

creativity and its manifestations in everyday practice. Teaching

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for creativity “is seen to involve teachers in identifying

children’s creative strengths and fostering their creativity”

(Cremin, 2019)

Fitness

The Values of Non-Mapeh teachers’ participants of Division

of Tarlac Province as to Fitness.

As regards to the values of non-mapeh teachers’ participants

on their fitness, they fall under Always and Often in Verbal

Description. As to indicators always encourage my student to play

sports and live healthy in this time of pandemic the non-mapeh

teachers’ participants rate themselves as always in verbal

description with a man of 3.57 which implies that the non-mapeh

teachers participants always encourage the students positively

despite experiencing difficulties in this trying times brought by

the pandemic. The non-mapeh teachers’ participants have rated

themselves to indicator establish clear guidelines and rules for

distance learning class and Help the student to learn/achieve

different competencies in this new normal situation, the non-

mapeh teachers participants rate themselves as always in verbal

description with a mean of 3.53. This means that the non-mapeh

teachers’ participants explain and establish well the guidelines

and rules in distance learning class and also to help the

students to achieve and learn different competencies in this new

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normal set-up of class. As to indicator aware on the guidelines

for grading, he/she able to give objectively the scores of the

students, which avoid problems in their learning the non-mapeh

teachers’ participants rated themselves always in verbal

description with a mean of 3.49. This denotes that the non-mapeh

teachers’ participants are vigilant and aware of the guidelines

in giving grade to the students. As to indicators, my lessons are

well-planned, incorporate a wide range of activities, and meet

curriculum learning outcomes, create situations to challenge my

student’s skills and abilities in distance learning classes, and

always encourage my student to play sports and live healthy in

this time of pandemic non-mapeh teachers’ participants have rated

themselves as always in verbal description with the same mean of

3.47. It implies that the non-mapeh teachers’ participants knows

how to plan their lessons incorporating different kinds of

activities for the students. More so, to create a challenging

situation wherein students can hone their skills and knowledge,

and encouraging students to engage themselves in sports and

choose healthy living. As to indicator prepare appropriate and

easy to understand MAPEH assessment task for learners in distance

learning classes non-mapeh teachers’ participants have rated

themselves as always in verbal description with the a mean of

3.39 which indicates that the non-mapeh teachers’ participants

arrange the appropriate and right assessment to the learners in

 GRADUATE SCHOOL

distance education so that they can easily understand the lesson

in MAPEH subject. Furthermore, as to indicator maintain a

reasonable level of order and an atmosphere conducive to distance

learning classes non-mapeh teachers’ participants have rated

themselves as always in verbal description with the a mean of

3.37 that shows non-mapeh teachers participants maintain the

level of order and reasonable atmosphere in conducting distance

learning classes in mapeh. It can be noticed that the ratings

given by the 51 non-mapeh teachers’ participants in Fitness with

two (2) indicators got often in verbal description. As to

indicator, attend virtual/online seminars and training to learn

new different methods and strategies in teaching MAPEH the non-

mapeh teachers’ participants have rated themselves as often in

verbal description with the a mean of 2.98 which means that the

non-mapeh teachers’ participants are often attending virtual

seminar or training to learn new things specially in methods and

strategies in teaching. The teacher non-mapeh teachers’ find a

lot of factors why they did not attend webinar because of the

poor internet connection, problem on technical side and etc.

Lastly, As to indicator Familiar with the rules and regulations

of different sports the non-mapeh teachers’ participants have

rated themselves as often in verbal description with the a mean

2.88 and this indicator got the lowest mean score. This are the

weakness that need to be addressed and solve as soon as possible.

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These two last indicators need too improved for professional

growth.

The Grand mean of Fitness, the data revealed that non-mapeh

teachers’ participants rate themselves under verbal description

of Always with a mean of 3.37 that only shows that the non-mapeh

teachers’ participants are fit in different training, activities

and games. Few of the Head Teachers mentioned:

“Observing the virtually is different. This new normal

the lessons of the Non-MAPEH major teaching MAPEH subject are

well-planned, incorporate a wide range of activities, and

meet curriculum learning outcomes”

“They establish clear guidelines and rules for distance

learning class.”

The findings revealed that the 51 non-mapeh teachers’

participants teaching MAPEH subjects in the Division of Tarlac

Province are physically fit and they are in good physical health

condition. This means that they are prepare in giving appropriate

and easy to understand MAPEH assessment task for learners in

distance learning classes and prepare lessons in a well-planned,

incorporate a wide range of activities, and meet curriculum

learning outcomes.

It can be shown from the results that Fitness of the Non-

MAPEH major teachers are always in handling MAPEH subjects. Two

of them said:
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“I attend virtual/online seminars and training to learn

new different methods and strategies in teaching MAPEH”

“I maintain a reasonable level of order and an

atmosphere conducive to distance learning classes.”

Findings show that Non-MAPEH major teachers’ fitness were very

good in teaching MAPEH subjects. According to G. Stratton (2014),

School physical education (PE) provides a context for regular and

structured physical fitness. To this end a common justification

for PE's place in the school curriculum is that it contributes to

children's health. The extent to which this rationale is accurate

is arguable and has seldom been tested. However, there would

appear to be some truth in the supposition because PE is commonly

highlighted as a significant contributor to help young people

achieve their daily volume of physical activity. The important

role that PE has in promoting health-enhancing physical activity

is exemplified. These include three PE-associated objectives, two

of which relate to increasing the number of schools providing and

students participating in daily PE classes. The third objective

is to improve the number of students who are engaged in

beneficial physical activity for at least 50% of lesson time.

However, research evidence suggests that this criterion is

somewhat ambitious and, as a consequence, is rarely achieved

during regular PE lessons.

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Although academic performance stems from a complex interaction

between intellect and contextual variables, health is a vital

moderating factor in a child's ability to learn. The idea that

healthy children learn better is empirically supported and well

accepted and multiple studies have confirmed that health benefits

are associated with physical activity, including cardiovascular

and muscular fitness, bone health, psychosocial outcomes, and

cognitive and brain health. The relationship of physical activity

and physical fitness to cognitive and brain health and to

academic performance.

Before outlining the health benefits of physical activity and

fitness, it is important to note that many factors influence

academic performance. Among these are socioeconomic status,

parental involvement, and a host of other demographic factors. A

valuable predictor of student academic performance is a parent

having clear expectations for the child's academic success.

Attendance is another factor confirmed as having a significant

impact on academic performance because children must be present

to learn the desired content, attendance should be measured in

considering factors related to academic performance (Sirin, 2015)

Commitment

The Values of Non-Mapeh teachers’ participants of Division

of Tarlac Province as to Commitment. The ratings given by the 51

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respondents that assessed the non-mapeh teachers’ participants.

It can be noticed that the ratings given by the non-mapeh

teachers’ participants are always with regard to the 10

indicators under commitment. It can be noticed in table 14 that

majority of the 51 non-mapeh teachers’ participants dropped under

ALWAYS in verbal description for the indicator guide students in

a positive direction for their personal growth, help each of my

students continue to achieve their goal in these pandemic times,

establishes positive psychological climate in the new normal

class, mediates and ensures resolution of any complaint cases

inside the classroom, create situation that adjusts to mental

ability of the learners in the new normal, engage learners in

differentiated activities in the new normal to cope with the

different situation, provide gender and emotional sensitive

opportunities for learning in these pandemic times, helps

relevant learners to acquire more favorable disposition towards

school in general and learning in particular, cooperate with

other school personnel and shareholders regarding the status of

the learners in this new normal class. The indicator Guide

students in a positive direction for their personal growth got

the highest mean score of 3.73 with verbal description of always.

Hence as to indicator, supplements the learning needs of learners

through challenging task which considers individual differences

in the new normal got the lowest mean score of 3.53. These are
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the strength that need to sustained and develop through attending

different training and seminars for professional growth.

Two Head Teacher Said:

“They cooperate with other school personnel and

shareholders regarding the status of the learners in

this new normal class.”

“They supplements the learning needs of learners

through challenging task which considers individual

differences in the new normal.”

In summary, the grand mean of 3.63 the overall findings

shows that the non-mapeh teachers’ participants. Teaching MAPEH

subjects in the Division of Tarlac Province are committed to

their values as teachers. The findings for this values imply that

the non-mapeh teachers’ participants should committed in guiding

students in a positive direction for their personal growth and

committed in engaging the learners in differentiated activities

in the new normal to cope with the different situation. However,

they acknowledged that because of the pandemic happened they lose

their interest and commitment in fulfilling their duties and

responsibilities as teacher. One of them mentioned:

“Sometimes, I only provide gender and emotional

sensitive opportunities for learning in these pandemic

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times to my learners because even me I experienced

difficulties in this trying times, but I find also

solutions to adapt the new normal of teaching.”

According to Altun, Mustafa (2017). Teacher commitment is an

internal force that derives teachers to invest more time and

energy in keeping up involvement in the school. This willingness

of promoting the school creates emotional link between teachers

and the school which ultimately inspires teachers to seek ways to

enhance teaching profession and establish an effective learning

environment to allow students to reach their targets. Commitment

to teaching is a crucial factor to contribute to the achievement

of students.

Commitment is a psychological attachment to an organization

in which people give their loyalty to its values and goals.

Teacher commitment is the emotional bond teachers demonstrate

toward their work. Teacher commitment has been recognized as one

of the most critical factors in effective teaching. Thereby,

teachers with high level of commitment can make a difference to

the learning and achievement of their students. Committed

teachers are affiliated with the school they work for and they

invest their time and energy in promoting their school. Teacher

commitment is associated with creating an effective learning

environment in which students enhance their abilities for greater

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achievement. Teacher commitment is an internal force that drives

teachers to show enhanced job performance (Tsui & Cheng, 2019)

Significant relationship between the competencies of Non-MAPEH

teachers and their profile

Table 8
Relationship between Competencies of Non-MAPEH Teachers and

their Profile

Profile of Non- Content Pedagog Professional Research

Mapeh Teachers Knowledg y Accountabili and
e Employe ty and Extension
d Liability s
Gender 0.005 0.050 -0.022 -0.140

Age -0.102 -0.118 -0.064 0.048

Highest Educational 0.074 0.076 0.028 0.125

Attainment

Field of -0.018 0.092 0.073 -0.037

Specialization

Length of Service -0.091 -0.065 -0.025 -0.037

There are no significant relationships between the

competencies of MAPEH teachers and their profile as to gender,

age, and highest educational attainment, field of specialization

and length of service.

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Non-MAPEH teachers’ participants regardless of their gender,

age, and highest educational attainment, field of specialization

and length of service may not affect the competencies variables

of the Non-MAPEH major teachers participants in content

knowledge, pedagogy employed, professional accountability and

liability and research and extension.

There is no significant relationship as to content Knowledge

regardless of the gender, age, educational attainment, field of

specialization, and length of service of the non-mapeh major

teachers’ in content knowledge because it may not affect on how

to demonstrate understanding the roles of music, arts, physical

education and health of a non-mapeh major teaching mapeh subject.

More so, there is no significant relationship as to pedagogy

employed in the gender, age, educational attainment, field of

specialization, and length of service of the non-mapeh major

teachers’ in pedagogy employed because they can demonstrate

pedagogical skills in dealing and teaching with all types of

students, and people with disabilities. According to the two

seminal articles, Shulman (2017) proposes the content knowledge

base in teacher education based on how knowledge of pedagogy and

content evolve in the minds of novice teachers. Content knowledge

refers to the amount and organization of knowledge per se in the

mind of the teacher. Shulman argues that understanding of this

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knowledge base cannot be founded only on research on effective

teaching or on a view of teaching which sees the teacher as able

to understand what needs to be taught and how it is to be taught.

Additionally, There is no significant relationship as to

professional accountability and liability regardless of the

gender, age, educational attainment, field of specialization, and

length of service of the non-mapeh major teachers’ in content

knowledge because the non-mapeh major teachers demonstrate

understanding and appreciation of ethical principles and

guidelines governing MAPEH production and research (e.g.

copyrights laws, indigenous cultural ownership) and identify

professional organizations, professional literature, research,

and other resources (e.g., code of ethics) that enhance a

physical educator's continuous improvement. According to

Professional Standard (2017).Responsibility for ethical behavior

and professional conduct lies with all staff members at all

levels, and must be taken seriously, as it forms the basis of

Organization’s reputation. The trust placed in organization by

member of the organization, its external stakeholders and the

general public must never be taken for granted. It is therefore

essential that all staff members know and understand the Code and

utilize it as a guide for thought and action. Moreover, as the

Code is not intended to cover every situation or problem that may

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arise, staff members are encouraged to seek guidance and

assistance from the different office in order to resolve issues

and ensure the ethical performance and discharge of their

professional responsibilities.

More so, There is no significant relationship as to research

and extension regardless of the gender, age, educational

attainment, field of specialization, and length of service of the

non-mapeh major teachers’ in research and extension because apply

evidence-based practices derived from the music, arts, physical

education, and health in teaching and learning process and

synthesize evidence from a variety of sources to shed light to

current issues in the field of Music, Arts, Physical Education,

and Health. This implies that the non-mapeh teachers may not

affect their competencies in performing and teaching MAPEH

subjects regardless of their gender, age, educational attainment,

field of specialization, and length of service. The non-mapeh

teachers’ participants are competent based on the results of the

four competencies variables as showed on the competencies table.

According to Shaukat, Abiodullah, & Rashid, 2013. A possible

reason for this finding may stem from the fact that profile of
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teachers usually maintain stricter discipline in the classroom

and control disruptive behaviors of teachers.

Significant relationship between the profile of the Non-MAPEH

teachers and their values toward teaching MAPEH and their profile

Table 9
Relationship between the Profile of the Non-MAPEH teachers and

their values toward teaching MAPEH

Interest Creativity Fitness Commitment

Gender 0.003 -0.019 -0.103 -0.013

Age -0.030 -0.055 0.155 0.012

Highest Educational -0.036 -0.025 -0.063 0.027

Attainment

Field of 0.102 0.089 0.200* -0.017

Specialization

Length of Service 0.202* 0.115 0.291* 0.308**

**
Correlation is significant at the 0.01 level (2-tailed)
*
Correlation is significant at the 0.05 level (2-tailed)

Field of specialization is significantly related to Non-

MAPEH teachers’ participants values toward teaching as fitness.

Teachers with different field of specialization have different

values toward teaching PE in terms of fitness. According to

Johannsson, Stefan (2019). At an international level, teachers’

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work is increasingly circumscribed and regulated. Notions of

accountability have shifted from primarily inputs to primary

outcomes, and investment in strengthening teacher performance

evaluation has expanded. At the same time, investment in

enhancing the quality of teacher education programs is contested

in many countries.

The fields of specialization between disciplinary and

topical is important. The field of specialization has no

significant relation in flexible learning. Physical education

teachers can or cannot improve their field of specialization.

But, it should be consider that at least one of the two fields of

specialization must be a disciplinary field. A teachers’ choice

of fields is usually governed by several considerations,

including such important matters as intended career-paths and

anticipated dissertation topics. All teachers are strongly

advised to consult early and widely in their planning of fields

(UC Berkeley, 2019).

Length of service is significantly related to Non-MAPEH

teachers’ participants values toward teaching MAPEH in terms of

interest, fitness, and commitment. MAPEH teachers with more years

of service are more likely to have better values toward teaching

MAPEH in terms of interest, fitness, and commitment.

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The length of service is related to the opportunities of

flexible learning. The enquiry is premised on the assumption that

the less satisfied workers tend to resign while the more

satisfied ones tend to remain in a job. The research

distinguishes between length of service in higher education as a

whole and length of service in present university in order to

separate academics who remain within one university since

employment from those who hop from one higher educational

institution to another.

According to Kirk, Clayton (2013). In all likelihood,

community colleges will be facing a major faculty shortage before

the year 2015. Thus, there is a real need to recruit a qualified

body of new faculty. However, the research on how to maintain and

attract faculty in general is rather sparse, and even more so for

community college faculty. The prediction of a coming faculty

shortage is based upon two reasonable observations. First, the

number of 18-year-olds in the population will begin to increase

dramatically the graduating class will be composed of more than 3

million students. Second, faculty are getting older and are thus

more likely to retire in the coming years. Therefore, there is a

growing interest in identifying factors which may encourage

faculty to stay.
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Gender, age, and highest educational attainment as shown in

the table that there is no significant related to non-mapeh

teachers’ participants values toward teaching MAPEH subjects in

terms of the values: interest, fitness, creativity and

commitment.

Gender, age, and highest educational attainment there are no

significant relationship as to interest. Gender, age, and highest

educational attainment may not affect the interest of the Non-

MAPEH major teachers, basically the Non-MAPEH major teachers are

flexible and supportive of achieving better academic results of

the learners in the new normal they like to build up their

student’s interest and urge to do better even during the new

normal.

Gender, age, and highest educational attainment there are no

significant relationship as to creativity. Gender, age, and

highest educational attainment may not affect being creative of

the Non-MAPEH major teachers, the Non-MAPEH major teachers use

variety of resources to assess my students in distance learning

classes regardless of their gender, age and highest educational

attainment.

Gender, age, and highest educational attainment there are no

significant relationship as to fitness. Gender, age, and highest

educational attainment may not affect being fit of the Non-MAPEH

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major teachers, the Non-MAPEH major teachers establish clear

guidelines and rules for distance learning class regardless of

their gender, age and highest educational attainment.

Gender, age, and highest educational attainment there are no

significant relationship as to commitment. Gender, age, and

highest educational attainment may not affect being committed of

the Non-MAPEH major teachers, the Non-MAPEH major teachers guide

students in a positive direction for their personal growth and

establishes positive psychological climate in the new normal

class regardless of their gender, age and highest educational

attainment.

This finding is also the same with the study of Eslami and

Fatahi (2018) about teachers’ profile, values and knowledge. They

likewise found out that the more values teachers perceived

themselves regardless of their gender, age, and highest

educational attainment for teachers’ values.

Significant relationship between the competencies of Non-MAPEH

teachers and their Values toward Teaching MAPEH

Table 10
Relationship between the Competencies of Non-MAPEH teachers

and their Values toward Teaching MAPEH

Content Pedagogy Professional Research

Knowledge Employed Accountability and
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and Liability Extensions

Interest 0.473** 0.516** 0.309** 0.207*
Creativity 0.399** 0.435** 0.289** 0.213*
Fitness 0.419** 0.494** 0.327** 0.217*
Commitment 0.325** 0.491** 0.235** 0.105
**
Correlation is significant at the 0.01 level (2-tailed)
*
Correlation is significant at the 0.05 level (2-tailed)

There is significant relationship between the competencies

of Non-MAPEH teachers and their Values toward Teaching MAPEH.

Teachers with better competencies tend to have better values also

towards teaching MAPEH.

Interest is significantly related to Non-MAPEH major

teachers’ participant’s competencies toward teaching MAPEH in

terms of Content knowledge, Pedagogy Employed, Professional

Accountability and Liability and Research and Extension. Non-

MAPEH major teachers’ participants with high interest are most

likely have the highest competencies in teaching Music, Arts,

physical Education and Health subject. These Non-MAPEH major

teachers’ participants are interested and committed in their

duties and responsibilities as teacher.

Creativity is significantly related to Non-MAPEH major

teachers’ participant’s competencies toward teaching MAPEH in

terms of Content knowledge, Pedagogy Employed, Professional

Accountability and Liability and Research and Extension. Non-

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MAPEH major teachers’ participants with great creativity lead

them into a more enjoyable and engaging class especially teaching

arts subject.

Fitness is significantly related to Non-MAPEH major

teachers’ participant’s competencies toward teaching MAPEH in

terms of Content knowledge, Pedagogy Employed, Professional

Accountability and Liability and Research and Extension. Non-

MAPEH major teachers’ participants with good fitness is more

likely maintain a reasonable level of order and an atmosphere

conducive to distance learning classes and establish clear

guidelines and rules for distance learning class.

Commitment is significantly related to Non-MAPEH major

teachers’ participant’s competencies toward teaching MAPEH in

terms of Content knowledge, Pedagogy Employed, Professional

Accountability and Liability and Research and Extension. Non-

MAPEH major teachers’ participants with high commitment towards

work are most likely supplements the learning needs of learners

through challenging task which considers individual differences

in the new normal and create situation that adjusts to mental

ability of the learners in the new normal.

However, commitment is not significantly related to Non-

MAPEH major teachers’ participant’s competencies toward teaching

MAPEH in terms of Research and Extension. Non-MAPEH major

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teachers’ participants can be committed in their teaching

profession but not in doing research and extension. They are more

focus on developing and honing young minds for the future.

This denotes that the competencies of Non-Mapeh teachers’

participants affect their values in teaching MAPEH subjects.

It also shows in the table that the values of Non-Mapeh

Teachers is greatly significant as to the competencies of the

non-mapeh teachers’ participants to perform well and to gain the

right competencies will help the non-mapeh teachers to improve

themselves.

According to Barber, Joseph (2016). Most successful

organizations use competency and/or values frameworks to set

expectations on preferred behavior and attitudes of teacher.

Values are the beliefs over what is important or right that an

individual holds. Setting these at an organizational level makes

a clear statement about what is important to the organization,

what it aspires to and what it expects its personnel to adhere

to. Competencies are the skills, aptitudes, motivations and

personal qualities an individual possesses. They can be observed

through someone’s behavior, and therefore can be assessed under

controlled conditions or measured against set criteria.

Proposed Action Plan

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Based on the findings of the study, it was found out that the

Non-Mapeh teachers’ participants in competencies particularly in

Content Knowledge, Pedagogy Employed, and Professional

Accountability and Responsibility was interpreted advance in

verbal description. Hence, the non-mapeh teachers’ participants

rate themselves as an intermediate in variables Research and

Extension., there were some indicators which Non-Mapeh teachers’

participants considered as their weakness and these verbal

description of Intermediate that need to address and take action.

Furthermore, the first three variables namely: Content Knowledge,

Pedagogy Employed, and Professional Accountability and

Responsibility was interpreted with verbal description of

advanced. These are the strengths that have to be sustained and

enhanced through trainings for professional developments to be

assured.

As an output of the study, the researcher designed an Action

plan for non-mapeh teachers’ teaching MAPEH subjects in the

Division of Tarlac Province and to enhance the delivery of MAPEH

curriculum.
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